Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by...

Understanding by DesignPlanning Instruction

Stage Three

Prepared for Mercer UniversityEDUC621

by Sherah B. Carr, Ph.D

Information adapted from training materials on Georgia Performance Standards web site:

www.georgiastandards.org and Understanding by Design by Grant Wiggins and Jay McTighe

http://www.georgiastandards.org/

Review of Stage 1

Where do the Big Ideas and/or Established Goals originate?

How are Enduring Understandings formed? Why do we need to formulate Essential Questions? Why do we need to identify What we want students

to know and do in Stage 1 of the process?

Review of Stage 2

Why should we develop an assessment plan before Stage 3, before we make instructional decisions?

How can we tell if an assessment plan is balanced? Why is assessment for learning our goal?

Essential Question 1

Why is instruction stage 3 in the standards-based education process?

Covering vs. Uncovering: What does it mean to “uncover?”

Bringing the “big ideas” to life Focusing on learning, rather than teaching Helping students to understand, not just remember

the understanding of others Incorporating a number of different teaching

strategies that are driven by levels of understanding Teaching for breadth and depth

Teaching for Breadth and Depth

Depth Unearth it Analyze it Question it Prove it Generalize it

Breadth Connect it Picture it Extend it


How can using the WHERETO model help us make appropriate instructional decisions?

See WHERETO model on pages 197-198

WHERETO: Making Instructional Decisions

WHERETO

WWhere are we going? Why?

What is expected?

HHow will we hook and

hold student interest?

EHow will we

equip students to explore and experience?

OHow will we

organize and sequence the

learning?

THow will we

tailor learning to varied needs,

interests, styles?

EHow will

students self-evaluate and reflect on their

learning?

RHow will we help

students rethink, rehearse, revise, and

refine?


What strategies are most appropriate for different levels of understanding?

Categories of Categories of Instructional StrategiesInstructional Strategies

Direct Instruction

Experiential Learning

Independent Learning

Indirect Instruction

Interactive Instruction

Involve a high degree of teacher control.

Students learn by doing or experiencing authentic or simulated situations.

Students work independently, sometimes at their own rate on self-selected assignments or topics.

The teacher establishes the learning situation or task, but the students determine the direction and/or solution.

Students work with other students and/or the teacher to move toward the learning goals.

Matching Strategies to Levels of Understanding

Achievement Target

Direct Instruction

Experiential Learning




Knowledge/ Information

Skills/ Processes

Thinking & Reasoning

Communi-cation

A Teacher Self-assessment - A Teacher Self-assessment - Reflect and ConsiderReflect and Consider

What do the survey results suggest? What patterns do you notice? Does your classroom practice reflect a balance

of instructional strategy types? Are you using one type of strategy more than

others? Are there types of strategies that you use less

frequently or not at all? Which types of instructional strategies might

you add or use more frequently? Which types of instructional strategies might

you use less frequently?

Knowledge and Information

Direct Instruction Experiential Learning




Strategies such as direct instruction, graphic organizers, structured overview, etc., can convey facts or information tostudents.

Experiential strategies may be structured to allow students to arrive, inductively or deductively, at rules or principles.

Strategies such as assigned questions, learning activity packages or centers, reports, or research projects allow students to obtain facts, etc.

Strategies such as concept attainment or concept formation, reading for meaning, reciprocal teaching,and inquiry allow students to arrive at rules or principles.

Strategies such as discussion, interviewing, or tutorial groups can provide students with information or help them to apply concepts, etc.

Skills/Processes





Modeling can introduce or demonstrate skills or processes, but other, more student-directed strategies are needed as well.

Modeling, games, conducting experiments, etc., can introduce skills/processes or provide practice.

Essays, learning activity packages or centers, or research projects, etc., can provide opportunities for application or practice.

Instructional strategies that involve problem solving often provide the opportunity to acquire skills or practice processes.

Cooperative learning groups, debates, role playing, or laboratory groups, etc., work well.

Thinking and Reasoning





Modeling can introduce or demonstrate thinking and reasoning processes, but other, more student-directed strategies are needed as well.

Most experiential strategies work well here, especially role playing, games, experiments, and simulations.

Some, such as certain essay topics, learning activity packages or centers, or research projects, work better than others.

Strategies such as working with case studies, concept mapping, inquiry, problem solving, etc., work well with thinking and reasoning targets.

Most interactive instructional strategies work with these targets, but especially problem solving and Socratic Seminars.

Communication





Not the best strategies for providing students with opportunities to acquire or practice communication skills.

Good when oral, written, or other forms of expression are included, such as reporting field observations, role playing, orsimulations.

Again, essays or other strategies that involve oral, written, or other forms or expression can provide the opportunity to learn communication skills.

Reciprocal teaching, reflective discussion, or other strategies that involve oral, written, or other forms or expression work well.

By definition, interactive instructional strategies include opportunities to learn or practice communication skills.


How can we develop unit plans that include an appropriate variety of instructional strategies to maximize student learning?

Assessment

Does the plan include assessments from all four of the assessment formats? Formative Summative Performance Task Self-Assessment

What will be your evidence of understanding? Will this assessment plan provide evidence of student learning for the predetermined learning goals for this unit?

Evaluating Your Plan for Learning Experiences

Does the instructional plan: Focus on the learning goals for the unit? Address the questions posed in the WHERETO model? Provide a balanced range of strategies including technology and

parent/community involvement? Match instructional strategies to the levels of understanding for the

unit? Offer students multiple and differentiated opportunities to learn? Allow for students to learn using multiple modalities?What other questions might we need to ask when evaluating an

instructional plan?


How can we develop the scope and sequence for our unit plan that includes an appropriate variety of instructional strategies to maximize student learning?

Making Instructional Decisions

1. Use the calendar template to plot your instructional plan (in pencil at first!).

2. Apply the WHERETO model to begin your instructional plan.3. Refer to the five categories of instructional strategies to ensure

balance.4. Provide differentiation in your instruction and assignments.5. Check to ensure that you have provided a way to integrate

technology and involve parents or the community.6. Revise as needed to meet the needs of the students.

Monday Tuesday Wednesday Thursday Friday

1. Hook students2. Do K-W-L3. Introduce unit

content map and key vocabulary

1.Do L in KWL2.Student self-assessment3.Teacher reflection

Understanding by Design Unit Planning - Stage Three: Planning Learning ExperiencesTeacher: ______________ Unit Title: ________________________________ Subject/Topic: __________________ Grade: ____

Consider the WHERETO elements: W-Where,Why; H-Hook; E-Equip; R-Rethink, Reflect, Revise; E-Evaluate; T-Tailor; O-OrganizeIndicate TECH for technology; PARENT or COMMUNITY for parent and/or community involvement

WH

RE

Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by...

Documents

Transcript of Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by...